Disclosure of a Disability
We rely on our applicants to disclose any physical or mental disability that would impede their training. What happens when the disability is discovered after the applicant begins the program?
Crystal,
Wow! How unfortunate. There are so many different types of devices, or assistive technology which can now mitigate certain types of color-blindness... Sometimes, out-of-the-box thinking (and a little research) can go a long way in a student finding success.
Sarah Smoger
The timing of the disclosure is crucial for the student to get the most out of his/her education. Also, what one student may consider a disability, another student may not. Example: A student enrolled in one of the medical majors was color blind. But until near the end of his education when it was realized he would not be able to identify certain microorganisms and/or color coded equipment or instruments, it wasn't an issue. Needless to say, he was unable to complete his education in his desired major.
When ever the disability is discover the proper accomindations according to policy and procedures will be provided
I agree with your statement that it happens more than we realize. I have seen this happen on several occasions.
Amy,
There are whole theses written on this topic. It has to do with the stigma of disability (yes, even today), with the way our system trains us (with others being given authority over disclosure in the K-12 system, and the students being given the choice for the first time in college), and even the experiences and maturity of the student. Older adolescents and young adults want very much to be "just like everyone else." For those with nonvisible disabilities, it is very tempting to pretend you are!
Dr. Jane Jarrow
I'm not always sure of the reasons that student withold information of such importance. I would like to believe in this day and age we are a gentle and compassionate society. The information will only benefit the student.
Heather,
I don't have any good answers or easy fixes to suggest. I suppose that the best that can be done is for those who DO understand the need and intent of accommodation to lead by example. Show the rest of them what CAN be done and hope that they come to respect the process after seeing its impact.
Dr. Jane Jarrow
I agree that all staff and faculty should be trained on this issue; however, some people still have a difficult time seeing accommodations as anything but an unfair advantage for those that qualify for them. We have had several trainings on this topic at our campus, but we still have some staff and faculty that view accommodations as an unfair advantage.
Brenda,
It might be useful for you to explore the process in place at your school for supporting students with disabilities once they disclose -- whenever that is in the process. Is there a single office or individual who is charged with facilitating accommodations for such students (that is, discussing their disability and determining how best to accommodate and support)? There probably should be. It seems unfair to leave the responsibility to individual faculty to try and determine how best to help in an atmosphere that suggests secrecy, rather than the privacy that is needed. Both instructors and students with disabilities deserve support at the institutional level.
Dr. Jane Jarrow
our students are evaluated every 4 weeks if their full time students and every 5 weeks if their evening stdents. At that time the teacher is about to see consistencies or inconsistencies or academic struggles that the student may be experiencing. There have been times that stdents may have had a learning ability and mentioned after the admissions process and their already enrolled. They passed the admissions test and there was nothing in particular, at that time that stood out as potential concern. After the student is in class daily, you may notice habits that becomes concerns and we discretely must address them confidentially, with the student to give them support and direction when handling their particular situation.
Summer,
That's it exactly. You are not required to be a mind reader, and it is up to the student to appropriately identify themselves and ask for assistance. Once that happens, whenever it happens, it is time to talk about what we can do to assist.
Dr. Jane Jarrow
i agree with this it does not matter when you learn of the student's disability we should do what we can to help them from that time forward and to encourage them.
Lauren,
I can't argue with your logic here. I think the more that faculty and staff understand, the more that services and support can be delivered in a seamless manner.
Dr. Jane Jarrow
I believe that faculty and staff should have more training concerning this issue. To many times there is confusion about accomodation assures egual access and it is not to enhance student success. I think if staff and student have a better understanding on this issue there will be a more positive outcome.
Darcie,
Then perhaps your goal should be to help the institution (and your students!) to better understand the difference!
Dr. Jane Jarrow
I agree there is a lack of understanding by the student and our staff that accommodation assures equal access not to enhance student success.
Your statement doesn't seem to make a lot of sense, Laura. What is a "failure to disclose" penalty? How is a nondisabled student penalized if he/she does not disclose that they have a disability? Looking at this and your other responses together, you seem determined to find something inherently unfair about the process of accommodation. I am not sure what your experience has been with students with disabilities, but I worry that nothing you have read in this class has made any dent in your impression that they don't belong in your class!
Dr. Jane Jarrow
I think it should be treated as any other failure to disclose. It would be discrimatory for therest of the students if there was a failure to disclose penalty and it was imposed on the non-disabled student and not the disabled student. The goal is to equeal the playing field, isn't it?
Kristy,
I suppose the best answer I can give is "don't let 'em!" The existence of a disability may explain the difficulties they are having, but it certainly doesn't excuse them. As an instructor, you simply make it clear that you are prepared to make reasonable accommodations, but that the students will be held to the same standards of achievement as their peers.
Dr. Jane Jarrow
